According to Hebb (1974), "Mind is the capacity for thought, and thought is the
integrative activity of the brain--that activity up in the control tower that, during the
waking hours, overrides reflex response and frees behavior from sense dominance" (p.
74). Farthing (1992) defined mind as "the functioning of the brain to process
information and control action in a flexible and adaptive manner" (p. 5). In both
instances, the definitions reflect a materialistic (or materialist monism)
perspective whereby mind is viewed as a result of the functioning of the brain.

The relationship between mind and body or mind and brain is one of the most perplexing
problems of psychology and philosophy. On the one hand are those who promote the idea that
mind is a result of brain functioning, coming into existence as the brain develops and
ceasing to exist when the brain stops functioning (e.g., Hebb and Farthing.) On the
other hand are those who advance the idea that mind and brain or body are separate
entities, differing in substance (e.g., Plato,
Descartes.) They argue the dualist
position that mind can operate separately from brain and incorporate a spiritual or
metaphysical aspect of mind.

It is not the intent to attempt to resolve this issue here. There are strong arguments
for both positions. If one believes that a human being is essentially a physical being and, in that sense, just like any other living
organism, then it follows that one would adopt the materialistic position. If, however,
one believes that a human being is essentially a spiritual being,
incorporating both biological and spiritual aspects into his or her human nature, then one
would adopt the dualist position. Both positions would agree that mind is the mental
functioning of consciousness, whether that consciousness arises solely from the activity
of the brain or whether it is an interaction of both brain and spirit. Therefore, while
the functioning of the mind is an empirical question that can be studied using the methods
of science, the issue of the origin of mind is a philosophical issue, not an empirical or
scientific issue. Suffice it to say that the philosophical perspective adopted in these
pages is one of dualism.

Schooling is one of the most important influences
on the development of mental functioning or mind. Traditionally, in the US educational
system, school achievement has been equated to scores on standardized tests of the basic skills of
reading, writing and mathematics. There is increasing consensus among parents and
educators that this is a relatively narrow definition of the capacities of the human mind.
In today's
digital or information/conceptual age, with the requirements of
living in a global, multicultural society, the desired outcomes for young people must be much broader.
The Secretary (of Labor's) Commission on Achieving Necessary Skills (SCANS,1991) report and
Partnership for 21st Century Skills (2006) provide excellent
overviews of the skills necessary to be a champion in the 21st century, although a critique of the SCANS report highlights
some additional attributes that futurists and behavioral scientists deem
important. The Brilliant Star
framework provides a graphic representation of
areas in which a person has the innate capacity to develop and demonstrate excellence.